A study compared the effects of a field-based methods course on industrial education (IE) preservice teachers with the effects of a campus-based IE methods course on similar students. Two convenience sample groups were used: eight students enrolled in the IE methods course taught on campus and seven students enrolled in the field-based IE methods course taught at a local middle school. In the field-based model, the preservice teachers completed their methods course, vocational special needs course, and a practicum in the public school setting 3 mornings per week, so they could participate fully in most school activities. The course schedule allowed preservice teachers classroom observation of master teachers with follow-up and actual classroom presentations with follow-up. Preservice teachers assisted with special education students in a self-contained classroom and during mainstreaming activities. Both groups completed a pre- and post-assessment of their development of 35 vocational teacher education competencies. Data were grouped into four competency areas for analysis: teaching process, curriculum, learners, and the profession. Posttest scores for each competency area indicated that field-based methods students rated their competencies higher. An indepth analysis found that the field-based methods students scored significantly higher. (Appendixes contain 12 references, vocational education methods competencies, 4 tables, and instrument.) (YLB)